Lesson 14 Day 3 You will need your textbook.

Spelling and Phonics  tuba habit  The word tuba has the V/CV pattern.  The word habit has the VC/V pattern.  What kind of vowel, long or short, do you hear in each word and with each syllable pattern?  The first vowel in V/CV words has a long sound.  The first vowel in VC/V words has a short sound.  tuba-longhabit-short

Spelling and Phonics  Part A  The following words are made-up words with no meaning. Let’s see whether each word is V/CV or VC/V and whether the vowel is long or short. Then we will read each nonsense word.  lo/mat  tra/tap  wap/ent  pu/dar  sil/ub  ri/nog

Spelling and Phonics  Part B  In the following sentences, we will look for V/CV and VC/V words. Then we will divide them into syllables. After that, we will decide if the vowel sound is long or short.  The baby tiger began to walk to the river.  tiger-V/CV-long  began-V/CV-long  river-VC/V-short  We will go to a cozy cabin in the desert on Friday.  cabin-VC/V-short  desert-VC/V-short  Friday-V/CV-long

Spelling and Phonics VC/V robin petal seven solid given color wagon cabin

Fluency  When good readers read aloud, they make their voices sound like normal speech.  Good readers also: –Emphasize important words by making their voices higher or lower –Make their voices go higher or lower to show emotion or expression –End questions with a slightly higher voice and end statements with a slightly lower voice

Fluency  I’m going to read the first page of “One Small Place in a Tree.” As I read, I’m going to make sure I do not read in a voice like a robot with every word said the same way. I’m going to let my voice go higher and lower, just as it does now as I speak to you.  Listen as I read p. 411 first.  Now let’s echo-read p. 411.

Author’s Purpose  An author’s purpose for writing is usually to: –Inform –Entertain –Persuade –The text and the illustrations give clues about the author’s purpose for writing.

Author’s Purpose  Let’s look back at “One Small Place in a Tree” to find what information the author wanted to share and to determine why the author may have felt this information was important.  On page 416, what information did the author give?  This page tells how the hole was made bigger and how animals immediately moved in.  On page 419, second and third paragraphs, why did the author include this information?  To show that different animals used the same hole during different times of the year.

Using Graphic Aids  Good readers use more than just the main text to understand a selection.  Illustrations and other graphic aids often can give important information.  The words under or near illustrations are called captions and they tell about the illustration.  Charts, graphs, and maps also offer important information.

Using Graphic Aids  Use the following steps when you read selections that include graphic aids: –Look at the pictures or maps and determine what they have to do with the words on the page. –Read charts, graphs, and captions with pictures. –If you are unsure of what you are reading, check the graphic aids for clues or helpful information.

Using Graphic Aids  Look at p How does the bear sharpen her claws?  She scratches the trunk.  Look at the picture on p What do grubs look like?  Grubs look like tiny worms.  Look at the picture on p Why does the word spear describe how the woodpecker gets the beetles?  The woodpecker’s beak is long and sharp. The beak could stab the beetles.  Look at the picture on p If you did not know what a redback salamander is, what could you tell about it by looking at the picture?  It must be small because its eggs are small. It lays several eggs at one time.

“Be a Birdwatcher”  “Be a Birdwatcher” is nonfiction because it presents information or ideas about real things.  Nonfiction includes certain features that may include: –Facts about real things or events –Instructions on how to do or make something –Graphic aids, such as photographs, illustrations, or maps

“Be a Birdwatcher”  Let’s read the title together.  Look at the photographs. Look at the one where the people are holding the binoculars. How does this help you understand what the selection is about?  It tells readers that it is about watching birds.  Much of the information in “Be a Birdwatcher” is in a list.  Lists in nonfiction often have numbers or round bullet marks to separate items. This helps highlight the important information and make it stand out.  One purpose for reading nonfiction is to learn information.  What do we already know about bird watching?  Now let’s read to find out how to be a good birdwatcher.

“Be a Birdwatcher”  What are some ways to tell different kinds of birds apart?  Color, size, beak, movement, song  Does “Be a Birdwatcher” give facts or made-up information?  Facts  How is this different from fiction?  Nonfiction gives real information; fiction is made up.

Robust Vocabulary sprout  Have you ever planted seeds and waited for them to sprout? If so, what type of seeds did you plant? How long did it take for them to sprout?

damp  What do you think it is like to go out into cold, damp weather? How would it feel?  What do you do with damp towels after swimming?

transformation  What kind of transformation happens to a tadpole?

harmony  How do people act when they are living in harmony with one another?  What pets might not live in harmony with one another? Why?

suppose  Which makes more sense: to ask what you suppose you will have for dinner tonight, or to ask what you suppose you had for dinner last night? Why?

roost  Does a hen roost, or does a hamster roost?  Which would be roosting, a sitting bird or a flying bird?

strikes  If an idea strikes you, does it come slowly or quickly?  If a ball strikes you, does it hit you or miss you?

spears  Do you need a long, sharp stick or a short, fat stick to spear something?  If you wanted to spear a strawberry, would you use a toothpick or a spoon?

glimpse  If you walked in the forest, what might you catch a glimpse of—a rabbit or a lot of trees?  If you caught a glimpse of a person turning a corner, why might you not be certain who the person is?

maze  If a building is like a maze, is it easy or difficult for you to find your way around?  Do you think it would be fun to be in a maze? Why or why not?

Grammar: Pronoun-Antecedent Agreement  Emma studies birds. He has learned a lot about bluebirds.  What is the pronoun?  He  What is the antecedent?  Emma  What is wrong with using the pronoun He in the second sentence?  He refers to a male, and Emma is a female.

Grammar  The pronouns he and him should be used for males and she and her for females.  What pronoun would agree with the antecedent Emma?  She  The pronouns he and him should be used for males and she and her for females.  What pronoun would agree with the antecedent Emma?  She  If the antecedent is a thing, the pronoun it is used.

Grammar  He  Him  She  Her  Any name can be an antecedent. Give me a person’s name and the antecedent at the top that would go with it.